North Central Association /
Outcomes Accreditation
Up-dated August 20, 2009
(Originally submitted to NCA – Spring 2007 and revised on June 21, 2007 due to
suggestions on the Review and Feedback Report )
School Profile
Hartland High School
10635 Dunham Road
Hartland, Michigan 48353
1-810-626-2200
Fax: 1-810-626-2201
e-mail: hughesc@hartlandschools.us
Table of Contents
Page 3
Introduction / School Officials
Page 4
Mission Statements and Beliefs
Pages 5
Graduate Outcomes
Page 6-12
Demographic Data
Page 13-22
Academic Data
Pages 23-28
Perception Data
Page 29-32
Literacy / Goal Progress
Page 33-38
Critical Thinking / Goal Progress
Page 39
Goal Summary
2
Introduction
This introduction was developed by the NCA School Improvement Steering
Committee and reviewed by the Hartland High School (HHS) staff. The
information in the student profile will be the driving force behind our efforts for
change and improved education for our students. By utilizing the data gathered,
our focus will be narrowed to areas of true concern that have the potential for the
greatest amount of improvement. Hartland High School’s commitment to
excellence will ensure the success of our students.
School Officials
Mr. Charles Hughes, Principal
Ms. Alice Lashbrook, Assistant Principal
Dr. Debra Petish, Assistant Principal
Mr. Lawrence Pumford, Dean of Students
Mr. Jerry Cowan, Athletic Director
Mrs. Janet Sifferman, Superintendent
Mr. Scott Bacon, Assistant Superintendent for Business and Operations
Ms. Laurie Mayes, Assistant Superintendent for Curriculum and Instruction
Mr. Scott VanEpps,Asst. Superintendent of Personnel and Student Services
Board of Education
Mr. Kevin Kaszyca, President
Mrs. Nora Kessel, Vice President
Mrs. Cindy Sinelli, Treasurer
Mrs. Elsie McPherson-Brown, Secretary
Mrs. Eileen Jankowski, Trustee
Mr. Charlie Aberasturi, Trustee
Mr. Tom Dumond, Trustee
3
Mission Statements
Hartland Consolidated School District
The Hartland Consolidated Schools, in cooperation with the community, will provide a positive
environment for the development of productive and caring individuals of all ages. We are
teaching learning for life.
Hartland High School
The mission of Hartland High School is to provide the opportunity and encouragement for each student to
become a caring, productive, and successful member of the global community.
Belief Statements
™ All students can learn.
™ All individuals are equally worthy.
™ A good self-concept is essential for success.
™ A safe, clean, supportive, and orderly environment is essential for effective learning.
™ High expectations that are clearly stated promote success.
™ Teachers should provide a varied and challenging learning environment.
™ Students should accept responsibility for their own learning.
™ Success is best achieved when home, school, business, and community work together.
™ It is important for students to develop attitudes and skills that promote lifelong learning.
™ It is important that educators help students become caring, responsible members of the
global community.
4
Graduate Outcomes
Graduates of Hartland High School will:
•
Be able to communicate effectively in written and spoken language.
•
Be able to work with others to reach agreement, resolve conflict, and accomplish goals.
•
Be a self-motivated lifelong learner.
•
Exhibit behaviors that demonstrate positive self-esteem.
•
Use higher order thinking skills and appropriate strategies to solve problems.
•
Understand and value cultural diversity.
5
Demographic Data
Description of the Hartland Community and
Hartland High School
The Hartland Consolidated School District in Hartland, Michigan covers roughly 90 square
miles. The district is located in the Northeast corner of Livingston County bordering the Huron
Valley, Fenton, Howell, Linden, and Brighton School Districts. The district has been fast
growing and has experienced a transformation from the small rural farming community to a large
suburban bedroom community during the past thirty years. Historically, the district has
struggled because of a lack of a strong business and industrial tax base, poor support in passing
new tax burdens (especially those which support the public schools), frequent school
administrative turnover, low percentage of diverse population students, and the lack of a large
town environment. Hartland High School continues to seek out ways in which we can meet the
challenges of the future while maintaining a small town atmosphere.
Since 1989 these difficulties have been addressed. In 1999 the district passed a $78,000,000
bond package to renovate the existing high school into a community center, build a new high
school, and a new elementary school. The new Hartland High School opened in the fall of 2003
with just over 400,000 square feet of educational learning space along with a new athletic
complex. In 2006, a $24,000,000 renovation bond was passed to address facility equity within
the district.
The district has an enrollment of approximately 5,570 students, grades K-12. These students
attend four elementary schools, one 5th –6th intermediate school, one 7th –8th grade middle school,
one high school, and one alternative education school. Hartland High School has grown by
roughly 75 students per year (current enrollment is 1,801) since 1999 while continually striving
to provide ample opportunities for students to become connected with the school environment
(athletics, clubs, fine arts, work experience, community service programs, career exploration,
etc…). At this time the student to teacher ratio is 21 to 1 with a curriculum that offers everything
from Special Education and Enrichment to Advanced Placement/Dual Enrollment instruction.
6
The following data describes important characteristics of the community of Hartland. All areas
have shown increases in recent years.
Community of Hartland Demographics
Household Characteristics
Number of Households
Single Parent Households with Children (%)
Adults with at Least a High School Diploma (%)
Adults with at least a Bachelor's Degree (%)
8,570
5.20%
93.10%
35.60%
Household Income Distribution (%)
Less than $15,000
$15,000 - $29,000
$30,000 - $49,999
$50,000 - $74,999
$75,000 - $99,999
$100,00 - $149,999
$150,000 or More
3.00%
5.20%
12.70%
18.80%
21.40%
26%
12.90%
Population
Population
Population Density
Median Age
24,614
262
37
Population Distribution by Age (%)
4 Years or Younger
5-19 Years
20-44 Years
45-64
65 Years or Older
5.70%
22%
34.90%
29.50%
7.90%
7
The Hartland community had grown significantly in recent years. Livingston County was the
fastest growing county in the state of Michigan as reported by the Detroit News. Hartland High
School reflects that growth within its student population. Chart 1A illustrates Hartland High
Schools student enrollment growth. You will notice that in 2008-09 the economic downturn
began to surface in our community as parents began to lose their jobs in the auto industry and
relocated to new areas where employment could be obtained.
Chart 1 A
Hartland High School Enrollment History
2,000
1,800
1,600
1,547
1,644
2003-04
2004-05
1,698
1,785
2005-06
2006-07
1,836
1,801
2007-08
2008-09
1,441
Number of Students
1,400
1,200
1,000
800
600
400
200
0
2002-03
School Year
8
Chart 2 A illustrates the ethnic breakdown of Hartland High School student ethnicity.
Chart 2 A
100%
Hartland High School Enrollment by Ethnicity
Fall 2008
97%
90%
Percent of Population
80%
70%
60%
50%
40%
30%
20%
10%
1%
1%
1%
Hispanic
African American
Asian
0%
Caucasian
Ethnicity
9
The late 1990’s and early 2000’s saw an increase in the average household income for families
living in Hartland. Hartland High School has traditionally reported a very small free or reduced
lunch population. Due to Michigan’s economic downturn, during the past few years, our free
and reduced lunch and breakfast program numbers have steadily increased. Chart 3 A shows this
trend.
Chart 3 A
Hartland High School
Free and Reduced Statistics
Free
Reduced
131
140
Number of Students
120
100
81
80
80
55
60
40
36
29
20
0
Fall 06
Fall 07
Year
10
Fall 08
Chart 4 A represents the percentage of high school students represented by parents at
parent/teacher conferences held each fall. While we have great parent involvement for a high
school, the numbers show a marked decrease in parent attendance at Parent/Teacher
Conferences. One potential explanation for this is the increased use of technology for
communication. This technology affords parents access to their child’s grades, attendance, and
progress from home whenever they choose to go on-line (through our parental data management
software called ParentConnect). We feel that there may be less need for some parents to utilize
conferences due to the instant feedback they receive from teachers in regard to their child’s
progress.
Chart 4 A
Hartland High School
Parent Participation at Fall Teacher Conferences
100%
Percentage of Participation
90%
80%
70%
60%
50%
47%
41%
43%
44%
33%
40%
30%
20%
10%
0%
2004-05
2005-06
2006-07
2007-08
Year (Parent Connect Instituted 2005-06)
11
2008-09
Chart 5 A illustrates the number of Hartland High School disciplinary actions during the past six
school years. The data is broken down by grade level and compared to the total number of
infractions each year. While the first year in the new high school (2003-04) saw a major decline
in disciplinary infractions, the increase in infractions still only yields just over 3 referrals per
day. We feel that this is outstanding for a school our size.
Chart 5 A
Hartland High School Discipline
By Grade and Year
Number of Infractions
700
600
500
400
300
200
100
0
12th
11th
10th
9th
Total
2003-2004
53
70
67
58
248
2004-2005
124
103
113
239
579
2005-2006
59
94
157
117
427
2006-2007
95
186
141
85
507
2007-2008
126
136
142
178
582
2008-09
105
136
167
177
585
Grade
12
Academic Data
Hartland students perform above state and national averages on the ACT. Over 95% of
Hartland High School’s juniors have taken the ACT since the 2005-06 school year, while 73%
percent took the ACT in 2004-05. The difference in this number is due to the fact that prior to
04-05 students were not required to take the ACT as part of the state assessment program.
Charts 1 B through 3 B illustrate Hartland students’ performance, broken down by gender, on the
ACT Math, Science, and Reading tests compared to the state and national averages for the past
five years in which the data is available. Note: Class of 2009 data for the United States is not
currently available.
Chart 1 B
Hartland High School
ACT Math Longitudinal of Graduating Class
"Gender"
All
Male
Female
24
Average Score
23
22
21
20
19
18
17
HHS
05
MI
05
US HHS
05
06
MI
06
US HHS
06
07
MI
07
21.2 20.7 22.2 21.2 20.8 21.6 21.3
US HHS
07
08
All
22
Male
22
21.9 21.3 22.8
Female
22
20.6 20.2 21.8 20.6 20.3 21.3 20.6 20.4
22
21
MI
08
21.4 19.5
US HHS
08
09
21
MI
09
21.8 19.6
US
09
21
21.5 21.9 22.1 21.6 21.5 19.9 21.6 21.9 20.1
21
19.1 20.4 21.6 19.1
Source Data
It is interesting to note that the Hartland High School male and female average scores reflect the
female population as underperforming the male population in every year. This is consistent with
the female population in Michigan and the US during all five years.
13
Chart 2 B
Hartland High School
ACT Science Longitudinal of Graduating Class
"Gender"
All
Male
Female
24
Average Score
23
22
21
20
19
18
17
All
Male
HHS
05
MI
05
US HHS
05
06
MI
06
US HHS
06
07
MI
07
22.6 21.6 20.9 22.8 21.7 20.9 22.1 21.7
23
US HHS
07
08
21
MI
08
US HHS
08
09
MI
09
US
09
21.7 19.9 20.8 21.9 20.1 20.9
22.2 21.4 23.3 22.4 21.4 22.4 22.2 21.4 21.5 20.1 21.3
22
20.4
Female 22.4 21.2 20.5 22.5 21.1 20.5 21.6 21.2 20.5 21.7 19.7 20.4 21.8 19.8
Source Data
During all four years of data collection the males have outperformed the females at the local,
state and national level, except in 2008 when the females outperformed the males at Hartland
High School. The interesting thing to note is that in 2008 the State of Michigan also saw a
statewide gap closure in the science achievement scores between the males and females yet the
gap again appears in 2008-09.
14
Chart 3 B
Hartland High School
ACT Reading Longitudinal of Graduating
Class "Gender"
All
Male
MI
06
US HHS
06
07
Female
30
Average Score
25
20
15
10
5
0
HHS
05
MI
05
US HHS
05
06
MI
07
US HHS
07
08
MI
08
US HHS
08
09
MI
09
US
09
All
22.6 21.8 21.3 22.8 21.8 21.4 21.9 21.8 21.5 21.9 19.8 21.4 21.3 19.6 21.4
Male
21.3 21.6
Female 23.9
22
21
22.4 21.5 21.1 21.4 21.6 21.2 21.3 19.4 21.2 20.9 19.3
21.5 23.2 22.1 21.6 22.5
22
21.6 22.4 20.1 21.5 21.8
20
Source Data
This reading data reveals that our female population consistently outperforms the male
population in Reading at the local, state and national level and may indicate a need to
specifically target the male population for increased reading instruction. This is something that
Hartland High School teachers must address in our school improvement journey.
15
Hartland students perform well on the Michigan Merit Exam (MME), as noted on Charts 4 B
through 9 B, relative to the State averages. Our scores in the core areas continue to be above the
state average under all of our major demographic categories. Science and Math scores have been
fairly consistent relative to the State scores during the time span analyzed. Social Studies scores
continue to shine within our student achievement data base. Writing scores dropped for the
Class of 2009 even though the state saw a one point gain with this same group, this is a concern.
Another area of concern in the Class of 2009 scores is the drop in proficiency scores for our
Economically Disadvantaged sub population (35 students) and Special Education sub-population
(42 students). A closer look at the item analysis for each of the content assessments reveals
areas of weakness. Hartland students preformed poorly on test items based on objectives that
contained the verbs “analyze, synthesize, understand, justify and reflect”. They also struggled
with objectives that required depth of understanding and comprehension. One area of
improvement that we are proud of is the Class of 2010 economically disadvantaged and learning
disabled sub population scores. We feel that our effort at addressing our underachievers and
special education delivery system (support courses and co-teaching programs) has begun to
influence these populations.
Chart 4 B
Hartland High School
Science MEAP/MME Proficiency (Levels 1 and 2)
Demographics Classes of 08-10
Percent Proficient Level 1 & 2
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
100%
80%
60%
40%
20%
0%
Economically
Learning Disabled
Disadvantaged
All
Male
Female
HHS Class 08
71%
69%
73%
56%
22%
MI Class 08
56%
49%
44%
24%
15%
HHS Class 09
76%
78%
73%
42%
36%
MI Class 09
57%
58%
55%
36%
17%
HHS Class 10
74%
76%
72%
52%
23%
MI Class 10
56%
57%
54%
35%
15%
Groups
16
Chart 5 B
Hartland High School
Math MEAP/MME Proficiency (Levels 1 and 2)
DemographicsClasses of 08-10
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
All
Male
Female
Economically
Disadvantaged
Learning
Disabled
HHS Class 08
62%
61%
63%
56%
17%
MI Class 08
46%
49%
44%
24%
9%
HHS Class 09
68%
67%
69%
41%
10%
MI Class 09
46%
49%
43%
25%
8%
HHS Class 10
64%
67%
61%
48%
14%
MI Class 10
49%
52%
47%
29%
10%
Percent Proficient Level 1 & 2
80%
60%
40%
20%
0%
Groups
Chart 6 B
Hartland High School
Percent Proficient Level 1 & 2
Writing MEAP/MME Proficiency (Levels 1 and 2)
Demographics Classes of 08-10
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
80%
60%
40%
20%
0%
All
Male
Female
Economically
Disadvantaged
Learning
Disabled
HHS Class 08
63%
57%
70%
41%
15%
MI Class 08
40%
36%
44%
19%
6%
HHS Class 09
54%
46%
62%
31%
12%
MI Class 09
41%
36%
46%
21%
7%
HHS Class 10
55%
49%
52%
37%
15%
MI Class 10
43%
38%
49%
24%
9%
Groups
17
Chart 7 B
Hartland High School
Reading MEAP/MME Proficiency (Levels 1 and 2)
Demographics Classes of 08-10
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
Percent Proficient Level 1 & 2
100%
80%
60%
40%
20%
0%
Economically
Learning Disabled
Disadvantaged
All
Male
Female
HHS Class 08
74%
70%
78%
61%
31%
MI Class 08
60%
56%
64%
40%
19%
HHS Class 09
75%
71%
79%
56%
24%
MI Class 09
62%
58%
66%
43%
19%
HHS Class 10
70%
67%
74%
57%
29%
MI Class 10
60%
56%
64%
42%
23%
Groups
Chart 8 B
Hartland High School
ELA MEAP/MME Proficiency (Levels 1 and 2)
Demographics Classes of 08-10
Percent Proficient Level 1 & 2
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
80%
60%
40%
20%
0%
Economically
Learning Disabled
Disadvantaged
All
Male
Female
HHS Class 08
70%
64%
76%
59%
27%
MI Class 08
51%
47%
55%
29%
11%
HHS Class 09
68%
63%
73%
45%
17%
MI Class 09
52%
48%
57%
31%
11%
HHS Class 10
65%
62%
69%
54%
15%
MI Class 10
52%
47%
57%
32%
14%
Groups
18
Chart 9 B
Hartland High School
Social Studies MEAP/MME Proficiency (Levels 1 and 2)
Demographics Classes of 08-10
Percent Proficient Level 1 & 2
HHS Class 08
MI Class 08
HHS Class 09
MI Class 09
HHS Class 10
MI Class 10
100%
80%
60%
40%
20%
0%
Economically
Learning Disabled
Disadvantaged
All
Male
Female
HHS Class 08
91%
88%
94%
78%
62%
MI Class 08
83%
82%
85%
70%
43%
HHS Class 09
94%
94%
94%
88%
61%
MI Class 09
80%
80%
80%
65%
41%
HHS Class 10
91%
92%
91%
87%
66%
MI Class 10
81%
82%
80%
68%
49%
Groups
19
Hartland 10th grade students take the ACT Plan test. Math, Science and Reading scores are
significantly higher than the national average (Charts 10 B through 13 B). While English scores
are higher than the national average, the narrow spread between Hartland and the nation may
indicate an area of weakness as well as the consistently higher scores for females on the English
and Reading sections.
Chart 10 B
Hartland High School
Average Score
10th Grade Math PLAN Test
Fall 2004 to Fall 2008
19.5
19
18.5
18
17.5
17
16.5
16
15.5
15
14.5
HHS
2004
US
2004
HHS
2005
US
2005
HHS
2006
US
2006
HHS
2007
US
2007
HHS
2008
US
2008
All
18.3
16.3
18.1
16.3
18.9
17.4
19.1
17.4
18.5
17.4
Male
18.5
18.2
18.8
19.1
18.8
Female
18.1
18
18.9
19.2
18.2
Source Data
In two of the past four years the 10th grade female students outperformed the males on the Math
PLAN test. Traditionally males have always out performed the females.
20
Chart 11 B
Hartland High School
Average Score
10th Grade Science PLAN Test
Fall 2004 to Fall 2008
21
20.5
20
19.5
19
18.5
18
17.5
17
16.5
16
15.5
All
Male
Female
HHS
2004
US
2004
HHS
2005
US
2005
HHS
2006
US
2006
HHS
2007
US
2007
HHS
2008
US
2008
19.2
17.4
19.3
17.4
20.1
18.2
19.9
18.2
19.4
18.2
19
19.1
19.9
19.9
19.3
19.3
19.4
20.4
19.9
19.6
Source Data
It is interesting to note that while the male and female achievement scores on the ACT and MME
show the gender data changing from year to year, on the PLAN data the females have
consistently outperformed the males.
21
Chart 12 B
Hartland High School
10th Grade Reading PLAN Test
Fall 2004 to Fall 2008
25
Average Score
20
15
10
5
0
All
HHS
2004
US
2004
HHS
2005
US
2005
HHS
2006
US
2006
HHS
2007
US
2007
HHS
2008
US
2008
18
15.8
18
15.8
18.5
16.9
18.3
16.9
17.8
16.9
Male
17.4
17.1
17.8
17.7
17.2
Female
18.7
18.9
19.3
19
18.4
Source Data
Chart 13 B
Hartland High School
10th Grade English PLAN Test
Fall 2004 to Fall 2008
Average Score
All
19
18.5
18
17.5
17
16.5
16
15.5
15
14.5
Male
Female
HHS
2004
US 2004
HHS
2005
US 2005
HHS
2006
US 2006
HHS
2007
US 2007
HHS
2008
US 2008
All
17.6
16.1
17.7
16.1
17.8
16.9
16.9
16.9
17.4
16.9
Male
17.2
17.2
16.9
16.3
16.9
Female
18.1
18.3
18.7
17.6
17.9
Source Data
22
Perception Data
Parent Survey
When we first developed our NCA School Improvement Profile and Plan parents were surveyed
during Parent-Teacher conference ( November of 2006 ). Parents were asked to indicate in
which areas they feel their child needs more instruction. The results are highlighted in Chart 1C.
Chart 1 C
06-07 Parent Survey
47%
42%
38%
31%
22%
18% 17%
6%
23
R
S
e
ci
en adi
ng
ce
S
t
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nq
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pe
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&
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h
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om
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A
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ro
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ch
M
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So
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P
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hw
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ED
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1% 1%
Parents have been asked to rate Hartland High School and its services on a grading scale of A to
E with A being the best score. Hartland High School then compares this data with national
statistics based on the Annual PDK Gallup Poll (Chart 2 C). We are very pleased that our
parents continue to rate our school and services very high.
Chart 2 C
Hartland High School
How Parents of HHS Students Rate the High School Compared to How Parents
Percentage of Respondents
Across the Nation Rate Their Child's High School
(National Statistics from 40th Annual PDK/Gallup Poll)
100%
80%
60%
40%
20%
0%
A
B
C
D
E
Don't Know
2006-07 Hartland
78%
2006-07 Nation
26%
21%
1%
0%
0%
0%
38%
24%
5%
4%
3%
2007-08 Hartland
84%
14%
1%
0%
0%
0%
2007-08 Nation
19%
48%
24%
5%
3%
1%
2008-09 Hartland
83%
16%
1%
0%
0%
0%
2008-09 Nation
30%
42%
14%
5%
4%
5%
Grade
24
Staff and Student Survey
In conjunction with a workshop attended by staff members an online survey was administered to
staff and students. The survey was administered in December of 2006 to all staff members and a
random variety of students throughout the grade levels. The survey was created by Dr. Victoria
Bernhardt as a component of the Using Data to Improve Students Learning workshop sponsored
by the Clinton County RESA.
At the time, eighty-five staff members completed the anonymous online survey. Staff members
were asked to indicate their responses on a value scale from one, to indicate disagreement with
the statement, to five, to indicate agreement. Selected responses were chosen and are highlighted
in Chart 3 C. According to the staff responses the data showed that most staff members felt that
they are respected, that learning can be fun and that they belong at this school. The data does
indicate less confidence in the availability of a clear action plan and that quality work is expected
of all students. In regard to student achievement the staff indicated that they believed a threatfree environment is crucial. The data also indicates that staff believed that student achievement
would increase through addressing student learning styles, differentiating instruction, use of
varied technologies, effective professional development and integrating instruction throughout
the curriculum.
Chart 3 C
Staff Survey Responses
I work with people who treat me with respect
like I belong at this school
that learning can be fun
we have an action plan to get us to our vision
quality work is expected of all students
I F e e l:
4.2
4.2
4.0
I B e lie v e S t u d e n t
A c h ie v e m e n t C a n
In c r e a s e T h r o u g h :
3.5
3.3
a threat free environment
addressing student learning styles
differentiating instruction
use of varied technologies
effective professional development
integrating instruction across the curriculum
4.6
4.5
4.3
4.2
4.1
4.0
Values: 1 Disagree - 5 Agree
25
Student Survey Data
A variety of students from various grade levels completed the anonymous online survey.
Students were asked to indicate their responses on a value scale from one, to indicate
disagreement with the statement; to five, to indicate agreement. Selected responses were chosen
and highlighted in Chart 4 C.
According to the student responses the data showed that most students felt that they were safe at
school and that HHS is a good school. Students felt less confident that school was preparing
them for their real life post-high school plans. Students indicated that most of their classroom
time was spent listening to teachers talk, yet they learn the least this way. Doing work that they
find meaningful and working in small groups is how they felt that they learn best. Students felt
that their teachers gave them individual attention when they need it. The data also illustrated that
students felt roughly the same levels of competence in core-curricular areas in regard to being
ready for the real world.
Chart 4 C
Student Survey Responses
I Learn Well
When:
In My Classes, Time is
Spent:
I am w orking in a sm all group
3.3
3.2
the te acher leads a w hole class discussion
3.8
listening to the te acher talk
3.7
answ ering questions from a book or w orkshee t
3.0
w orking in sm all groups
2.7
My Teachers:
doing w ork that I find m eaningful
4.4
give m e individual attention w he n I nee d it
3.9
expe ct m e to do m y bes t
3.5
set high s tandards for le arning
3.8
with Reference To:
m y ability to learn on m y ow n outside of a classroom
m y ability to read
3.8
3.7
m y ability to process inform ation
3.5
m y technology s kills
3.5
m y ability to w rite
3.3
m y ability w ith m athem atics
3.9
safe at this school
I Feel:
I Feel Ready for the Real World
3.5
I am w orking on proje cts or research
this is a good school
3.4
3.2
prepared for m y post-secondary plans
2.7
w hat I learn in s chool to be relevant in re al life
Values: 1 Disagree - 5 Agree
26
Former Student Survey Data
In conjunction with the Livingston Educational Service Agency we wanted to perform a five
year out follow-up survey to find out what our former graduates had to say about the education
they received. The follow-up surveys were performed by an outside company for the Class of
1996 (done in 2001) and the Class of 2002 (done in 2007-2008). The response rate was 72 and
55 respectively. Chart 5 C indicates that the Class of 2002 graduates were more satisfied with
our programming than the 1996 graduates.
Chart 5 C
Hartland High School Five Year Out Survey
"Were you satisfied with the following courses?"
Classes of 1996 and 2002
Class of 2002
100%
90%
80%
93%
84%
93%
84%
74%
72%
63%
70%
Percent Satisfied
Class of 1996
60%
50%
38%
40%
30%
20%
10%
0%
Math
Science
English
Core Class Surveyed
27
Social Studies
At the beginning of this process the staff wanted to know if students felt that they were provided
with the skills necessary to be successful, based on our graduate outcomes statement (p. 5) in
regard to being “a self-motivated lifelong learner.” The following data indicates that former
students feel they were prepared to pursue post secondary endeavors. This is important to the
staff as we evaluate how we teach and whether our approach is working to inspire students to
pursue post secondary options. It was a surprise to find that fewer students in the Class of 2002
reported furthering their education than in the Class of 1996, especially in light of the recent
media blitz highlighting the need to go to college.
Class of 02
Class of 96
Teachers expected students to do their best
95%
High school helped me with motivation to keep
learning
85% NA
High school prepared me to continue my
education
87% NA
I need to be a life long learner
71%
100% NA
Since high school have you furthered your
education?
92.7% = Yes
96% = Yes
Additional questions were asked to understand if former students felt they were prepared to
communicate effectively. Unfortunately, the Class of 1996 survey did not contain the specific
questions. Overall, it seems that our graduates are happy with the level of communication and
team work that they learned while in high school. The use of technology was limited in 2002 but
has been addressed with the opening of the new high school in the fall of 2003.
Were you satisfied with the following?
Class of 02 Class of 96
Locating Information
91% NA
Communicating Clearly
96% NA
Communicating Effectively in Writing
95% NA
Use of Computers/Technology
87%
Working as a Team
98% NA
28
55%
Literacy Target Goal
Goal: All students will improve their literacy skills throughout the curriculum.
Rationale: The literacy goal was selected during this School Improvement/NCA cycle because
the assessment and perception data all indicated a need to address reading and writing in our
school.
Hartland students had continued to outscore the national average in reading on the ACT Test
until the 2008-09 school year and have yet to regain the levels of achievement earned during the
2002-03 school year (Charts 1D). This may have more to do with the fact that the ACT is now
taken as part of the Michigan Merit Exam where all students must take the test while at the
national level most students take the ACT as a choice. Comparing all Hartland and Michigan
students to the national average may not be an accurate predictor of growth in this situation.
Chart 1D
Hartland High School ACT Reading Scores
"2001-02 to 2008-09"
Hartland
State
Nation
24
23
Average Score
22
21
20
19
18
17
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
Hartland
23.2
22.4
22.6
22.8
21.9
21.9
21.3
State
21.7
21.8
21.8
21.8
21.8
19.8
19.6
Nation
21.2
21.3
21.3
21.4
21.4
21.4
21.4
Year Tested
29
While there was a slight positive increase in our proficiency score on the Spring of 2009 MME
Writing test (Class of 2010), there was a noted decrease in scores for the class of 2009, Charts
2D and 3D. Hartland High School students have also experienced decreasing proficiency ratings
on the ELA portion of the Michigan Merit Exam, which further supports the importance of
continuing our literacy goal with an emphasis on the writing process. The staff will revisit the
ACT Writing Rubric in the fall of 2009 and re-evaluate how we are using this 9-12 in all English
and Social Studies classrooms in order to provide specific improvement feedback to students.
The Class of 2010 PLAN Data, Chart 4D, in comparison to the past three years continues to
show that our students are achieving above the average national scores across the board.
Chart 2D
Hartland High School
MEAP/MME Writing: Class of 2004 to Class of 2010
Hartland
State
100
Percent Proficient
80
60
40
20
0
Hartland
State
Class of Class of Class of Class of Class of Class of Class of
2004
2005
2006
2007
2008
2009
2010
64
61
62
47
55
47
62
46
Spring Tested
Chart 3D
30
63
40
54
41
55
44
Hartland High School
MEAP ELA: Class of 2005 to Class of 2010
Hartland
State
100
Percent Proficient
80
60
40
20
0
Class of
2005
Class of
2006
Class of
2007
Class of
2008
Class of
2009
Class of
2010
80
65
68
56
68
52
70
51
68
52
65
52
Hartland
State
ELA Started in Spring 2004
Spring Tested
Chart 4D
Hartland High School PLAN Data for All Students
"Longitudinal"
Class of 2007 to 2010
Average Score
Class of 2007
Class of 2008
Class of 2009
Class of 2010
National Average for All Four years
25
20
15
10
5
0
English
Math
Reading
Science
Composite
Class of 2007
17.6
18.3
18
19.2
18.4
Class of 2008
17.7
18.1
18
19.3
18.4
Class of 2009
17.8
18.9
18.5
20.1
18.9
Class of 2010
16.9
19.1
18.3
19.9
18.7
National Average for All Four
years
16.5
16.9
16.4
17.8
17
Testing Category
31
The overall trend of the data presented leads the staff of Hartland High School to believe that an
emphasis on improvement in reading and writing skills is still a key area of focus that must be in
place if we are going to improve student literacy.
Literacy Interventions:
Hartland High School is in its third year of the School Improvement/NCA cycle. Interventions
were compiled in previous years, and the results will continue to be enacted throughout the 20092010 school year. Teachers will be asked to integrate a few of the listed strategies and assess
their effectiveness toward the overall goal.
Staff Development:
Reading Apprenticeship: During the 2008-2009 school year, six additional teachers, for a total
of nine, participated in the Reading Apprenticeship program, which is designed to teach and
integrate literacy strategies for cross-content literacy education. These teachers (Jennifer
Blankenship, Kathleen Tyer, Jessica Taylor, Karen Quinn, Miranda Sinke, and Ellen Walton)
have been incorporating several literacy strategies throughout their classroom curriculum. Six
additional teachers will be added to this group during 2009-10.
Red Cedar Writing Project: Three teachers also participated in a professional development
workshop through Michigan State University that taught them how to use writing as a tool for
learning literacy. They will continue to foster writing workshops and other techniques that will
help our students increase their capabilities in literacy.
Summary of Literacy Goal Accomplishments:
Hartland High School is in its third year of the School Improvement/NCA cycle. A generalized
list of strategies and interventions has been compiled and made available to the staff at the
beginning of the 2008-2009 school year. Staff members began to incorporate these strategies in
their classrooms, and will continue to monitor the impact they have on our student population.
Context Bound Strategies and Assessments:
The Literacy steering committee has collected a list of strategies that teachers have or are
currently using in their classrooms. They narrowed that list down to a few general items that
could be integrated across the curriculum. Teachers have begun to incorporate these strategies
into their daily classroom lessons.
Committees have been set for the collection of data and assessments for the 2009-2010 school
year. These committees will continue to gather the data and evaluate the efficacy of the
interventions and strategies that teachers utilized during the course of this NCA/CASI School
Improvement Cycle.
32
Critical Thinking Target Goal
Goal:
All students will improve their critical thinking across the curriculum.
Rationale:
Of the parents who were surveyed in 2005-06 more indicated the need for career
pathways/EDP’s and problem solving instruction than any other non-academic subject. (See
“Parent Survey” Graph page 23)
The majority of the staff who were surveyed indicated that they believe student achievement can
increase through addressing student learning styles and differentiating instruction. (See “Staff
Survey” page 25 )
Of the students who were surveyed the majority indicated that they feel they learn best when
working on projects or research and while working in small groups. (See “Student Survey”
page 26)
While the number of students who received disciplinary action has remained fairly consistent the
school is committed to further reductions.
ACT Math and Science results (Charts 5D and 6D) show that Hartland students continue to score
above the state and national averages but performed poorly on test items based on objectives that
contained the verbs, “analyze, synthesize, understand, justify and reflect.”
33
Chart 5D
Hartland High School ACT Math Scores
"2001-02 to 2008-09"
Hartland
State
Nation
23
22.5
22
Average Score
21.5
21
20.5
20
19.5
19
18.5
18
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
Hartland
22.5
State
21.1
21.1
22
22.2
21.6
21.4
21.8
21.1
21.2
21.2
21.3
19.5
19.6
Nation
20.6
20.7
20.7
20.8
21
21
21
Year Tested
Chart 6D
Hartland High School ACT Science Scores
"2001-02 to 2008-09"
Average Score
Hartland
23.5
23
22.5
22
21.5
21
20.5
20
19.5
19
18.5
18
State
Nation
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
Hartland
22.9
22.1
22.6
22.8
22.1
21.7
21.9
State
21.6
21.5
21.6
21.8
21.7
19.9
20.1
Nation
20.8
20.9
20.9
21.4
20.8
20.8
20.9
Year Tested
34
Hartland students continue to perform well on the Michigan Merit Exam (MME) relative to the
State averages in Math and Science, Charts 7D and 8D. Our scores in the core areas continue to
be above the state average. The class of 2008 showed a decline in average score compared to
previous classes, but they still remain well above the state average. A closer look at the item
analysis for each of the content assessments reveals areas of weakness. Hartland students tend to
perform poorly on test items based on objectives that contained the verbs “analyze, synthesize,
understand, justify and reflect” as determined by the item analysis documents for the MME.
They also struggled with objectives that required depth of understanding and comprehension.
Chart 7D
Hartland High School
MME Math: Class of 2003 - Class of 2010
Hartland
State
100
Percent Proficient
80
60
40
20
0
Class of
2003
Class of
2004
Class of
2005
Class of
2006
Class of
2007
Class of
2008
Class of
2009
Class of
2010
Hartland
74
68
70
64
68
62
68
64
State
67
60
50
46
46
46
46
49
Class Tested
35
Chart 8D
Hartland High School
MME Science: Class of 2003 - Class of 2010
Hartland
State
100
Percent Proficient
80
60
40
20
0
Hartland
State
Class Class Class Class Class Class Class Class
of 2003 of 2004 of 2005 of 2006 of 2007 of 2008 of 2009 of 2010
74
59
78
61
65
50
65
49
77
52
71
56
76
57
74
56
Class Tested
.
Summary of Progress Made Towards Goal:
The overarching goal for this third year of the NCA cycle in terms of critical thinking was to
begin to utilize the various types of strategies that teachers could use in their classrooms during
the 2009-2010 school year.
Teachers who elected to be on the Critical Thinking Committee were separated in to three
subcommittees: Strategies, Data, and Assessment. These subcommittees met several times
throughout the 2008-09 school year. Individuals were also expected to do research on their own
time in order to gather information to bring back to the group.
Each member from the data and strategies subcommittees was asked to submit 1-2 critical
thinking strategies that they’ve used in the classroom and found to be effective. A list of all the
strategies was then compiled. Some examples include: Inquiry-oriented instruction, inferring
from data, and using contextual cues.
A list of all of the critical thinking strategies was then compiled.
36
Each of the committees was asked to select from a list a critical thinking strategy to research.
They were to research:
•
•
•
Rationale for using the strategy in the classroom
Any data to support the strategy’s use
Any other pertinent information discovered
Individuals with similar topics then met and shared their information in small groups and wrote
down what they determined were the best 1-2 strategies to implement across the curriculum.
Together each group answered the following questions regarding each strategy they researched:
•
•
Why is the strategy beneficial for our students?
What subject areas could use this strategy?
Members of both committees were then asked to continue to think about and share assessments
they already use in the classroom to measure critical thinking.
The Assessment Subcommittee worked throughout the year on determining a) how critical
thinking is currently assessed across the curriculum and b) what types of new assessments need
to be developed (if necessary) to ascertain whether or not progress is being made in that
particular area of critical thinking.
In many ways our third year of the NCA cycle was successful. Teachers worked in small groups
to discuss and decide upon research-based critical thinking strategies to use in the classroom,
data to collect to determine the efficacy of those strategies, and ways to assess whether or not the
strategies had been successfully taught in the classroom. In other ways, however, we felt that we
needed to make some changes to the process for two reasons. First, Hartland Consolidated
Schools instituted Professional Learning Communities as their primary mode for professional
development (see below) and, therefore, we felt that it was important to integrate this with our
NCA process. Second, due to our most recent MME data, we felt a need to refine our focus
thereby slightly modifying the essence of our critical thinking goal. Originally the essence of our
goal was justifying explanations and transferring knowledge to new settings. We changed it to
consist of creating, justifying and reflecting on explanations. In the 2009-2010 school year we
will continue to work in small groups to focus on the refinement and implementation of researchbased critical thinking strategies that teachers will implement in their classrooms.
Professional Development Program: Key to Improvement
A collaborative effort between the Hartland Consolidated School District and the
Hartland Education Association in the 2008-2009 school year marked an alternative approach to
Professional Development. The focus was to develop a process for implementing a Professional
Learning Community (PLC) environment at each building. Several teachers were sent to outside
PLC training in an effort to seamlessly integrate a process that would be beneficial to the
Hartland staff. The 2008-2009 school year saw twenty various PLC groups operating with the
goal of “becoming better teachers thus improving student learning.” An end of the year
celebration in which all PLC groups shared their progress identified several key strategies that
are used to address our two NCA goal areas. These include:
37
Literacy
Analyzing Primary Sources
Reading Apprenticeship Strategies
Compare and Contrast Exercises
Summarizing
Responding to multiple genres
Critical Thinking
Evaluate and Respond
Analyzing Primary Sources
Evaluating Risks
Self-reflective Exercises
Brainstorming
Big Picture Thinking
Overall, the first year of the PLC approach to School Improvement has been positively received.
In a staff survey, 89.7% of the staff responded that their experience with this type of professional
development was beneficial to them.
38
Goal Summary
Goal # 1
All students will improve their literacy skills across the
curriculum.
We selected this goal based on the data from the following sources:
• ACT Reading Scores (p. 15 and 29 )
o Lackluster performance on the Language and Reading ACT in recent
years
• MEAP/MME Writing, Reading and ELA Scores (pp. 17-18 and 29-31)
o Decline in student performance on the MEAP ELA
• PLAN Reading and English Scores (p. 22 and 31)
o Poor performance on the English portion of the PLAN Test
• Parent Survey (p. 23)
o 42% of parents feel that students need more writing instruction
o One in five indicated that students need more reading instruction
• Staff Surveys (p. 25)
o Indicate student achievement can increase through effective professional
development and integrating instruction across the curriculum
Goal # 2
All students will improve their critical thinking skills across the
curriculum.
We selected this goal based on the data from the following sources:
• ACT Math and Science results (pp. 13-14 and 34)
• MEAP/MME Math and Science scores (pp. 16-17)
o Justify explanations – 34% proficient
o Employ effect strategies to construct meaning – 32% proficient
o Synthesize varied text with varied perspectives – 45% proficient
o Identify variables in context and symbolize – 32% proficient
• PLAN Math and Science Scores (pp. 20-21 and 31)
o Losing ground on average scores
• Student Surveys (pp. 26-28)
o Majority indicated that they feel they learn best when working on projects
or research while working in small groups
• Parent Surveys (p. 23)
o 31% thought that students need more problem solving instruction
o 38% felt that more math instruction was required
• Staff Surveys (p. 25)
o Indicated that student achievement can increase through addressing
student learning styles and differentiating instruction
39